This article aims to discuss some of the main definitions of quality applied to higher education from the 1990s, from both Brazilian and foreign authors, in order to elucidate the dissent present in the theme and propose a multidimensional definition of quality. To achieve this goal, a descriptive qualitative methodology was used. This was made possible by a bibliographical study of several sources, mainly scientific articles. As results, a multidimensional composition of quality was found that addresses both instrumental characteristics, present in objective and regulatory factors, and substantive, based on subjective and symbolic elements, when applied to the higher education context. Paradigmatic differences between Brazilian and foreign approaches to quality were also observed, with quality having a theoretical emphasis in the Brazilian context and a practical approach in the foreign context.